Applying a Formative Assessment Model for a Blended Learning Environment to Promote Students’ Engagement and Motivation

Thi Phuong Vy Nguyen, Yi Fang Lee*, Thai Hung Le, Hoang Bao Ngoc Nguyen

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

With the advancement of blended learning and learning management systems, online formative assessment plays a critical role in helping students self-evaluate their learning progress and performance. However, there is insufficient research exploring the design of formative assessments in such settings. This quasi-experimental study aimed to assess the effectiveness of an online formative assessment model in a blended learning environment for higher education students. A total of 271 participants were divided into two groups: an experimental group with courses following the proposed assessment model, and a control group receiving traditional model. A survey was conducted at the end of the courses to measure students’ motivation and engagement. Propensity score matching was applied to confirm the sample balance between groups. Based on the matching findings, 78 students in each group were chosen for further analysis. The results from a t-test and qualitative data showed that the proposed assessment model significantly improved students’ motivation and engagement. It highlighted the importance of designing learning and assessment activities in blended learning environment. This model is expected to be applied broadly to test its utility in different majors in higher education.

原文英語
頁(從 - 到)1735-1740
頁數6
期刊International Journal of Information and Education Technology
13
發行號11
DOIs
出版狀態已發佈 - 2023 11月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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